European Journal of Research and Reflection in Educational Sciences            Vol. 7 No. 12, 2019 
                                                                                                  ISSN 2056-5852 
                 
                      IMPORTANCE OF INTERACTIVE TEACHING METHODS IN 
                                            PROFESSIONAL EDUCATION 
                 
                                                  Ashurova Sanobar Yuldashevna 
                                  (Candidate of Pedagogical Sciences, docent UZBEKISTAN, Tashkent) 
                 
                                                          ABSTRACT 
                 
                In this article, the author describes interactive learning, its content and essence. The article also 
                provides an overview of interactive methods such as carousel, dialogue, and many others. 
                special attention is paid to the issue of freedom of choice of the type of educational activity in 
                interactive training. 
                 
                Keywords:  3D  learning,  reflectivity,  self-activation,  creativity,  positive,  interactive, 
                brainstorming”, “case analysis”. 
                 
                INTRODUCTION, LITERATURE REVIEW AND DISCUSSION 
                 
                Pedagogical  innovations  in  the  international  community  open  up  wide  opportunities  for 
                humanity  in  global  educational  processes.  In  particular,  the  introduction  of  innovative 
                developments in search of theoretical and practical solutions to the problems of creating 
                promising mega portals in the most famous universities and innovative training centers is the 
                world's most popular virtualization, modeling, software optimization and modern professional 
                education paradigms in Internet (3D learning; e-learning platforms: Moodle, Ilias, Dokeos, 
                etc.). The Strategy of action for the Further Development of the Republic of Uzbekistan noted 
                the task of “Promoting research and innovation and the creation of effective mechanisms for 
                the implementation of scientific and innovative achievements”, as well as the priority areas of 
                the Ministry of Innovative Development, such as ensuring the development of innovations in 
                the  education  system,  indicate  that  teachers  in  educational  institutions  need  to  organize 
                innovative activities. From the point of view of full compliance of professional education with 
                international standards and the introduction of new pedagogical technologies in the system of 
                training qualified personnel on a social order and the implementation of innovative activities 
                will  contribute  to  the  improvement of the educational process.  In accordance with world 
                pedagogical experience in preparing teachers of professional education for innovative activities, 
                the development of personal and professional qualities (reflectivity, self-activation, creativity, 
                a  positive  “I-concept”  and  professional  mobility,  research  and  development  of  relevant 
                information)  is  required,  as  the  solution  to  these  problems  implemented  through  the 
                introduction of variable educational technologies aimed at the formation of self-development 
                skills, self-manifestations and self-control, critical analysis and innovative thinking, making 
                optimal decisions, the  constant  search  for  new  ideas,  technologies  and  putting  them  into 
                practice.  
                 
                The introduction  of  interactive  teaching  methods  is  one  of  the  most  important  areas  for 
                improving the training of students in a modern professional educational institution. The main 
                methodological innovations are associated today with the use of interactive teaching methods. 
                The concept of “interactive” comes from the English “interact” (“inter” - “mutual”, “act” - 
                “act”). Interactive learning is a special form of organization of cognitive activity. It implies 
                very specific and predictable goals. One of these goals is to create a comfortable learning 
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                European Journal of Research and Reflection in Educational Sciences            Vol. 7 No. 12, 2019 
                                                                                                  ISSN 2056-5852 
                environment in which the student feels his success, his intellectual viability, which makes the 
                learning process productive. 
                 
                Interactive learning is a special form of organization of the educational process, the essence of 
                which is the joint activity of students on the development of educational material, the exchange 
                of  knowledge,  ideas,  ways  of  activity.  Interactive  activity  in  the  lessons  involves  the 
                organization  and  development  of  dialogue  communication,  which  leads  to  mutual 
                understanding, interaction, to joint solution of common, but significant for each participant 
                tasks.  
                      The main goals of interactive learning are: 
                      •  stimulation of educational and cognitive motivation; 
                      •  development of independence and activity; 
                      •  fostering analytical and critical thinking; 
                      •  formation of communication skills; 
                      •  self-development of students. 
                In interactive learning, the needs of the student are taken into account, his personal experience 
                is involved, targeted adjustment of knowledge is carried out, the optimal result is achieved 
                through cooperation, co-creation, independence and freedom of choice, the student analyzes 
                his own activity. The scheme of the relationship between the participants in the educational 
                process is fundamentally changing; in contact with the teacher and peer, the student feels more 
                comfortable. While preserving the ultimate goal and the main content of the educational 
                process, interactive learning changes the usual broadcasting forms into dialogue based on 
                mutual understanding and interaction.  
                      In pedagogy, several learning models are distinguished: 
                      • passive - the student acts as the "object" of learning (listening and looking); 
                      • active - the student acts as the "subject" of training (independent work, creative tasks); 
                      • interactive - interaction. The use of an interactive learning model includes modeling 
                life situations, the use of role-playing games, joint problem solving. The dominance of any 
                participant in the educational process or any idea is excluded. A student of a professional 
                college becomes the subject of interaction from the object of influence, he actively participates 
                in the learning process, following his individual route. 
                 
                The educational process, based on the use of interactive teaching methods, is organized taking 
                into account the inclusion of all students in the group without exception. Joint activity means 
                that everyone makes his own special individual contribution, in the course of work there is an 
                exchange of knowledge, ideas, ways of activity. Individual, pair and group work is organized, 
                project work, role-playing games are used, work is done with documents and various sources 
                of information.  
                 
                Interactive methods are based on the principles of interaction, student activity, reliance on 
                group experience, and mandatory feedback. An environment of educational communication is 
                created,  which  is  characterized  by  openness,  interaction  of  participants,  equality  of  their 
                arguments, the accumulation of joint knowledge, the possibility of mutual assessment and 
                control. The leader (teacher, trainer), along with new knowledge, leads the participants in the 
                study to an independent search. The activity of the teacher gives way to the activity of students, 
                his task is to create conditions for their initiative. The teacher refuses the role of a kind of filter 
                that passes educational information through himself, and serves as an assistant in the work, one 
                of the sources of information. Therefore, interactive training is intended to be initially used in 
                intensive training of sufficiently adult students. Interactive methods can be used when the 
                curator organizes the following activities with students: 
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                European Journal of Research and Reflection in Educational Sciences            Vol. 7 No. 12, 2019 
                      • organization of thematic classes;                                         ISSN 2056-5852 
                      • organization of temporary creative teams when working on a training project; 
                      • student portfolio formation; 
                      • organization of discussions and discussions of controversial issues that arose in the 
                team; 
                      • to create educational resources. 
                      Modern pedagogy is rich in a whole arsenal of interactive approaches, among which the 
                followings can be highlighted: 
                      • creative assignments; 
                      • work in small groups; 
                      • educational games (role-playing games, imitations, business games); 
                      • use of public resources (invitation of a specialist, excursions); 
                      • social projects and other extracurricular teaching methods (competitions, interviews, 
                films, performances, exhibitions); 
                      • study and consolidation of new material (interactive lecture, work with visual aids, 
                video and audio materials, “learning as a teacher”, “everyone teaches everyone”, mosaic 
                (openwork saw), use of questions, Socratic dialogue); 
                      •  testing; 
                      •  warming up; 
                      •  feedback; 
                      •  distance learning; 
                      •  discussion of complex and debatable issues and problems (take a position, scale of 
                opinions); 
                      •  problem  solving  (“decision  tree”,  “brainstorming”,  “case  analysis”,  “stairs  and 
                snakes”); 
                      •  trainings. 
                      The following interactive forms are most common for the curator to solve educational 
                and training problems: 
                      “Microphone”. Students are invited to express their point of view on the question or 
                problem. An audience mimicking a microphone is let into the audience. Everyone who has 
                received such a “microphone” is obliged to clearly and concisely state their thoughts and draw 
                conclusions. 
                      “Brainstorm”. To solve a problem, students are encouraged to find as many paths, ideas, 
                suggestions as possible, each of which is fixed on a blackboard or piece of paper. After the 
                creation of such a “Bank of Ideas,” analysis and negotiation are carried out. 
                      “By teaching - I study”. The lesson material is divided into separate blocks according to 
                the number of students in the group. Students work out and exchange information, creating 
                temporary pairs, after which there is a collective discussion and consolidation of educational 
                material. 
                      “Carousel”. Students are placed in two circles facing each other. For a while, each couple 
                exchanges information, their thoughts; after that, the students of the outer circle move in a 
                circle to the next partner. You can preliminarily invite students to prepare questions on the 
                topic and conduct a survey in a circle. 
                      “Two, four – together”. Students are offered a problem or information that they first work 
                out on their own, then negotiate in pairs, then combine into fours. After a joint decision is made 
                in the four, there is a general discussion of the issue. 
                      “Choose the position”. A problematic question is proposed, two opposing points of view 
                and three positions: “Yes” (for the first sentence), “No” (for the second sentence), “I don’t 
                know, I didn’t determine my own position”. Group students choose a certain position, form 
                three groups, discuss the correctness of their position. One or several members of each group 
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                European Journal of Research and Reflection in Educational Sciences            Vol. 7 No. 12, 2019 
                                                                                                  ISSN 2056-5852 
                argue their position, after which there is a collective discussion of the problem and making the 
                right decision.  
                      “A joint  project”.  Groups  are  working  on  different  tasks  on  the  same  topic.  After 
                completion of work, each group presents its research, as a result of which all students get 
                acquainted with the topic as a whole. 
                 
                It would be a mistake to stick to any one model. It is reasonable to combine these learning 
                models to achieve the effectiveness and quality of the learning process. The modern system of 
                vocational education in the conditions of market relations is one of the priorities for the 
                successful solution of the problems of training qualified personnel singles out the principle of 
                taking into account the interests of the student. In this regard, VET teachers are faced with the 
                task of developing and introducing such methods and teaching methods that would be aimed 
                at activating the student’s creative potential and his desire to study. In this case, the pedagogical 
                task of forming the citizen's personality and his value orientations should be solved, since the 
                learning process in open source software is the main component of the educational process in 
                the life of every person. And therefore, the level of his education and intelligence in all senses 
                of the word will ultimately depend on how much each individual student is involved in the 
                learning process.  
                 
                Interactive learning is a special form of organizing cognitive activities of college students. It 
                implies quite specific and predictable goals: the development of students' intellectual abilities, 
                independent thinking, critical minds; the achievement of speed and durability of learning 
                material, deep penetration into the essence of the studied phenomena; development of creative 
                potential  -  the  ability  to  "see"  the  problem;  originality,  flexibility,  dialectic,  creative 
                imagination, ease of generating ideas, the ability to conduct independent search activities; the 
                effectiveness  of  the  application  of  professional  knowledge  and  skills  in  real  production 
                practice. 
                The leading features of interactive interaction are: 
                      •  Polyphony. This is an opportunity for each participant in the pedagogical process to 
                have their own individual point of view on any problem under consideration. 
                      •  Dialogue. The dialogue between the teacher and the students implies their ability to 
                listen and hear each other, to be attentive to each other, to help shape their vision of the problem, 
                their own way of solving the problem. 
                      •  Thought activities. It consists in organizing the active mental activity of the teacher 
                and  students.  Not  the  translation  by  the  teacher  of  ready  knowledge  into  the  students' 
                consciousness, but the organization of their independent cognitive activity.  
                      •  Meaning. This is the process of conscious creation by students and the teacher of new 
                meanings for themselves on the problem being studied. This is an expression of his individual 
                attitude to phenomena and objects of life. 
                      •  Freedom of choice. 
                      •  Creating a situation of success. Leading conditions for creating a success situation - 
                positive and optimistic assessment of students. 
                      •  Reflection. This is introspection, self-esteem by participants of the pedagogical process 
                of their activity, interaction. 
                         
                REFERENCES 
                 
                      1.   Decree of the President of the Republic of Uzbekistan “On the Strategy of Actions 
                for the Further Development of the Republic of Uzbekistan” dated 7 February 2017 №DP-
                4947. Collection of legislation of the Republic of Uzbekistan. 2017, №6, article 39. 
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